This presentation formed session one of the student conference entitled 'Academic Writing Made Easier' which was held at London Metropolitan University on March 16 2009.
1) The document describes an interaction on Facebook where the author critiques a comment by Nassim Taleb regarding the discoverers of the Mandelbrot set.
2) In response, Taleb blocks the author's comments and launches an attack against the author and the field of mathematics more broadly.
3) The author is dismayed by Taleb's disrespect towards mathematics and mathematicians, and questions whether Taleb's disrespect is indicative of a broader societal issue.
1. The document is an instructional book on metaphysical skills and concepts. It begins by explaining that everything in the universe, living or dead, is composed of molecules in constant motion.
2. It uses analogies to describe the human body as a universe of rapidly rotating molecules, with dense bones resembling clusters of stars and diffuse flesh resembling more open areas of space.
3. On a microscopic level, everything - rocks, air, space - can be understood as varying densities of oscillating molecular groups, with humans as but one configuration of molecules among many others that collectively give rise to sentient life.
The document provides guidance on the revision process for creative writing. It emphasizes that revision is about consciously changing and improving the work after the initial draft, such as by addressing questions about tension, length, character development, and theme. Theme refers to the overarching idea or message of the story, which writers can uncover by analyzing what their story says about its central topic. The revision process should start with larger elements of fiction before finer details, and understanding the theme can help writers make choices that enhance and support it. A variety of techniques are suggested for revising, such as showing rather than telling, developing underwritten parts, removing unnecessary elements, and getting outside perspectives by reading work aloud or giving readings.
This document provides tips and advice for becoming a better writer. It encourages readers not to make excuses for why they can't write and instead to just start writing. It emphasizes that writing skills improve with practice. The document also offers specific tips, such as knowing your audience and format, developing your own voice, choosing the right words, editing your writing, and ultimately finishing what you start. The overall message is that everyone has the ability to write and can become a better writer with effort.
This document outlines the agenda for a class, including an icebreaker where students share their favorite current and past TV shows. It discusses retreating from using Twitter for class announcements and instead using an "ask me" function on the instructor's Tumblr. It reminds students that projects are due next week and to bring laptops. It covers how to give constructive peer feedback when workshoping projects, using examples of American Idol judges to illustrate both positive and negative approaches. Students will practice peer reviewing in groups. The homework assigned is to read two articles and respond to a previous forum post with questions.
The document provides guidance on writing a personal reflective essay, including choosing a topic from one's own experiences, focusing on specific experiences or people through short paragraphs, and using details, descriptions, thoughts, feelings, and dialogue to bring the writing to life. It emphasizes reflecting on how experiences and people have shaped the writer as well as looking back on past events with new perspective and understanding.
This document provides guidance on writing an autobiography. It recommends focusing on key events and people from one's past, using vivid details to engage readers. Writers should understand the significance of their experiences and convey meaning through careful word choices. While revealing aspects of oneself, one should choose a topic they are comfortable sharing publicly and avoid unwanted self-disclosures. The process of writing and revisiting memories can provide insight into how writers portray themselves. Models in textbooks can be used to empower writing skills, and words should be taken seriously as they can set things in motion.
1) The document describes an interaction on Facebook where the author critiques a comment by Nassim Taleb regarding the discoverers of the Mandelbrot set.
2) In response, Taleb blocks the author's comments and launches an attack against the author and the field of mathematics more broadly.
3) The author is dismayed by Taleb's disrespect towards mathematics and mathematicians, and questions whether Taleb's disrespect is indicative of a broader societal issue.
1. The document is an instructional book on metaphysical skills and concepts. It begins by explaining that everything in the universe, living or dead, is composed of molecules in constant motion.
2. It uses analogies to describe the human body as a universe of rapidly rotating molecules, with dense bones resembling clusters of stars and diffuse flesh resembling more open areas of space.
3. On a microscopic level, everything - rocks, air, space - can be understood as varying densities of oscillating molecular groups, with humans as but one configuration of molecules among many others that collectively give rise to sentient life.
The document provides guidance on the revision process for creative writing. It emphasizes that revision is about consciously changing and improving the work after the initial draft, such as by addressing questions about tension, length, character development, and theme. Theme refers to the overarching idea or message of the story, which writers can uncover by analyzing what their story says about its central topic. The revision process should start with larger elements of fiction before finer details, and understanding the theme can help writers make choices that enhance and support it. A variety of techniques are suggested for revising, such as showing rather than telling, developing underwritten parts, removing unnecessary elements, and getting outside perspectives by reading work aloud or giving readings.
This document provides tips and advice for becoming a better writer. It encourages readers not to make excuses for why they can't write and instead to just start writing. It emphasizes that writing skills improve with practice. The document also offers specific tips, such as knowing your audience and format, developing your own voice, choosing the right words, editing your writing, and ultimately finishing what you start. The overall message is that everyone has the ability to write and can become a better writer with effort.
This document outlines the agenda for a class, including an icebreaker where students share their favorite current and past TV shows. It discusses retreating from using Twitter for class announcements and instead using an "ask me" function on the instructor's Tumblr. It reminds students that projects are due next week and to bring laptops. It covers how to give constructive peer feedback when workshoping projects, using examples of American Idol judges to illustrate both positive and negative approaches. Students will practice peer reviewing in groups. The homework assigned is to read two articles and respond to a previous forum post with questions.
The document provides guidance on writing a personal reflective essay, including choosing a topic from one's own experiences, focusing on specific experiences or people through short paragraphs, and using details, descriptions, thoughts, feelings, and dialogue to bring the writing to life. It emphasizes reflecting on how experiences and people have shaped the writer as well as looking back on past events with new perspective and understanding.
This document provides guidance on writing an autobiography. It recommends focusing on key events and people from one's past, using vivid details to engage readers. Writers should understand the significance of their experiences and convey meaning through careful word choices. While revealing aspects of oneself, one should choose a topic they are comfortable sharing publicly and avoid unwanted self-disclosures. The process of writing and revisiting memories can provide insight into how writers portray themselves. Models in textbooks can be used to empower writing skills, and words should be taken seriously as they can set things in motion.
This document provides advice and tips for writing a PhD thesis. It emphasizes that there is no set time or method for writing, but that one should write frequently through various means such as taking notes after reading, writing on weekends, or during short breaks. The document stresses writing about everything one reads, including summaries of papers, ideas, questions, and historical or theoretical contexts. It advises writing strategically to address the research question, importance of related scholarship, methodology, and viewpoints to communicate thoughts and tell one's story as a scholar through the writing process. Tips include starting small, working with an outline, and writing draft chapters periodically. The document draws inspiration from persistence of animals like eagles and cheetahs, and
This document provides guidance on writing an essay response to the novel Stone Butch Blues. It begins with an agenda for an exam and presentation on the novel. Students are then given prompts to choose from to write a 4-6 page thesis-driven essay responding to one of the prompts. The prompts explore themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document then provides tips for developing an interpretation of a text, such as supporting assertions with evidence. It advises students to explore potential topics and interpretations before selecting one with sufficient evidence. Steps are outlined for developing a thesis, selecting evidence, and organizing the paper.
The chapter discusses writing about oneself and differentiates between memoirs and autobiographies. Memoirs focus on specific significant events in a person's life, while autobiographies provide a more complete outline of one's entire life span. The author encourages writing about oneself enthusiastically and including unique personal details to differentiate from other writers. However, egotistical writing that positions the entire world around the author should be avoided.
This document provides guidance on how to write an effective book review in 4 paragraphs. The first paragraph introduces the book's genre and intended audience. The second paragraph shares the reviewer's personal opinions and how the book relates to their life. The third paragraph is a descriptive summary of the book in 3 phases without spoilers. The fourth paragraph discusses the author, purpose, awards, additional information, and provides a conclusion. Overall, the document outlines the key components of a successful book review.
This document provides tips for writing a book review in 6 steps: 1) Read the entire book, 2) Hook the reader with an interesting opening, 3) Summarize the book without spoilers, 4) Offer an honest assessment and recommendation, 5) Give an overall conclusion, and 6) Revise the review with feedback. It encourages sharing your opinion to help others decide whether to read the book. The public library offers a Book Hookup service to find new books to review based on your interests.
C:\fakepath\writing project #1 eng 102Dianna Shank
This document outlines the assignments for an English 102 course project on the book "Scratch Beginnings" by Adam Shepard. Students are asked to find at least three additional sources discussing one of the issues Shepard raises and write a paper comparing views. They must draft an introduction summarizing the sources, respond to the authors, and include a specific thesis statement. The goal is to persuade readers by providing examples and evidence to support their own opinion on the topic.
This document contains an agenda, terms list, and guidance for writing an essay on the book Stone Butch Blues by Leslie Feinberg.
The agenda outlines the class activities, which include a presentation on terms, discussing essay #3, in-class writing, and learning about directed summaries, counterarguments, and conclusions. Definitions are provided for 13 terms related to gender and sexuality. Finally, instructions are given on how to write a directed summary that introduces the book and transitions to the thesis, as well as how to include an effective counterargument in the essay.
The author argues that they are not a procrastinator, but rather have perfected procrastination as an art form. While others see them as wasting time, the author believes they deliberately take their time to fully consider options before acting. The author calculates they would be 37 years old if they deducted all the time spent doing nothing over their lifetime. They also recount an experiment where they only worked for 2.8 hours during a full workday, showing they are not unproductive. The author promises to expand on their views later and tell a joke, showing they see putting things off as a sign of prudence rather than procrastination.
The document provides instructions for writing a 5-paragraph persuasive essay. It explains that the writer will be given a prompt and parameters for the essay. The writer should then consider the purpose, audience, and structure. Ideas should be brainstormed and organized. A 5-paragraph structure is commonly used, with an introduction, three body paragraphs elaborating on reasons, and a conclusion. The writing process involves a first draft, revision, final draft, and submission.
The document outlines a 4-step format for writing a book review that includes writing 3-4 sentences about the plot, discussing any personal experiences relating to the characters or story, providing an opinion on whether you liked the book and favorite/least favorite parts, and recommending whether another person would like the book.
The document provides an agenda for an English writing class. It includes topics like using "me" versus "myself", a discussion on The Hunger Games, exploring perspectives in writing, developing a thesis statement, analyzing writing strategies, and preparing a complete draft. It also includes guides on using pronouns correctly, developing a present perspective, formulating a tentative thesis, comparing passages, and using metaphors and similes in writing. The homework is to finish reading The Hunger Games, complete a draft of Essay #2, respond to a journal prompt, review vocabulary, and bring copies of the draft and textbook to the next class.
There are three main types of effective book reports: plot summaries, character analyses, and theme analyses. A plot summary explains the compelling or unrealistic aspects of the story's plot with examples from the book. A character analysis explores how physical traits and personalities of characters affect the plot, using dialogue examples and observations. A theme analysis identifies a major idea in the story and examines how it appears throughout the book with quotations, connecting each example to the theme's impact on the story and reader. No matter the type, book reports should include the title, author, setting details, character descriptions, and quotations to support opinions.
The document provides instructions for writing a 5-paragraph persuasive essay. It outlines the key steps: choosing a topic or prompt; determining the purpose, audience, and format; planning the essay through brainstorming and organizing ideas; structuring the essay with an introduction, three body paragraphs with reasons and examples, and a conclusion; writing a first draft and then revising; and finalizing and submitting the essay. The goal is to guide the writer through the full process of planning, writing, and revising a standard persuasive essay.
The document provides a format and guidelines for writing a book review. It instructs students to include 3-4 sentences summarizing the plot, discuss any personal experiences relating to the characters or story, provide their opinion on whether they liked the book and their favorite/least favorite parts, and make a recommendation on if others would enjoy the book and what type of reader might like it. The review should be at least 3 sentences and not reveal any major plot points like the ending.
The document provides guidance on writing an effective book review in 3-4 sentences. It recommends including the title, author, a summary of the main story points without spoilers, and stating your opinion on whether you enjoyed the book and why. The review should be checked for spelling and punctuation before sharing with others.
The document outlines the plans for the next class session, which will focus on Inquiry 3 of analyzing public debates related to the presidential election. Students are instructed to free-write on several prompts to help choose a topic for their research memo and argument assignment, which will require researching an issue being debated in the election and taking a stance on it. Homework includes bringing a political cartoon to the next class and posting a forum response about the meaning and responsibilities of citizenship.
This document provides guidance on writing a literary analysis paper. It explains that the goal of a literary analysis is not just to summarize the story, but to examine and evaluate the literature by analyzing elements like theme, conflict, and characterization. It encourages asking questions about the author's purpose and themes. It also provides tips on how to analyze specific elements, organize the paper, and structure the drafting process with an introduction, body paragraphs, and conclusion.
This document provides dos and don'ts for political bloggers. It advises bloggers to [1] be open and honest, polite, and responsive to comments while avoiding lies, impoliteness, and unanswered comments. Bloggers should also [2] avoid writing as if their blog is a collection of letters to the editor or is a fully journalistic piece, and to not underestimate their readers or hide behind ghost writers. The document encourages bloggers to [3] define their blog's purpose, engage with readers through their comments, and be creative in their content delivery through various multimedia formats.
Freewriting is a technique where writers continuously write for a set period of time without editing, allowing thoughts to flow freely on any topic that comes to mind. Focused freewriting similarly lets thoughts wander but is structured around exploring a single chosen topic and making connections to develop abstract ideas before formal writing. Both help generate new ideas and perspectives to inform further drafting.
This document discusses various invention strategies for developing ideas in the prewriting stage. It recommends asking critical questions about classical topics, stasis questions, and tagmemics. Additional strategies include freewriting and brainstorming, mapping and clustering ideas, keeping a journal to explore personal reflections, and recording ideas without revising to explore relationships and processes. The goal of these invention strategies is to devise a game plan and generate ideas before beginning the writing process.
This document provides advice and tips for writing a PhD thesis. It emphasizes that there is no set time or method for writing, but that one should write frequently through various means such as taking notes after reading, writing on weekends, or during short breaks. The document stresses writing about everything one reads, including summaries of papers, ideas, questions, and historical or theoretical contexts. It advises writing strategically to address the research question, importance of related scholarship, methodology, and viewpoints to communicate thoughts and tell one's story as a scholar through the writing process. Tips include starting small, working with an outline, and writing draft chapters periodically. The document draws inspiration from persistence of animals like eagles and cheetahs, and
This document provides guidance on writing an essay response to the novel Stone Butch Blues. It begins with an agenda for an exam and presentation on the novel. Students are then given prompts to choose from to write a 4-6 page thesis-driven essay responding to one of the prompts. The prompts explore themes of passing, conformity, resistance, and interactions with medical professionals in the novel. The document then provides tips for developing an interpretation of a text, such as supporting assertions with evidence. It advises students to explore potential topics and interpretations before selecting one with sufficient evidence. Steps are outlined for developing a thesis, selecting evidence, and organizing the paper.
The chapter discusses writing about oneself and differentiates between memoirs and autobiographies. Memoirs focus on specific significant events in a person's life, while autobiographies provide a more complete outline of one's entire life span. The author encourages writing about oneself enthusiastically and including unique personal details to differentiate from other writers. However, egotistical writing that positions the entire world around the author should be avoided.
This document provides guidance on how to write an effective book review in 4 paragraphs. The first paragraph introduces the book's genre and intended audience. The second paragraph shares the reviewer's personal opinions and how the book relates to their life. The third paragraph is a descriptive summary of the book in 3 phases without spoilers. The fourth paragraph discusses the author, purpose, awards, additional information, and provides a conclusion. Overall, the document outlines the key components of a successful book review.
This document provides tips for writing a book review in 6 steps: 1) Read the entire book, 2) Hook the reader with an interesting opening, 3) Summarize the book without spoilers, 4) Offer an honest assessment and recommendation, 5) Give an overall conclusion, and 6) Revise the review with feedback. It encourages sharing your opinion to help others decide whether to read the book. The public library offers a Book Hookup service to find new books to review based on your interests.
C:\fakepath\writing project #1 eng 102Dianna Shank
This document outlines the assignments for an English 102 course project on the book "Scratch Beginnings" by Adam Shepard. Students are asked to find at least three additional sources discussing one of the issues Shepard raises and write a paper comparing views. They must draft an introduction summarizing the sources, respond to the authors, and include a specific thesis statement. The goal is to persuade readers by providing examples and evidence to support their own opinion on the topic.
This document contains an agenda, terms list, and guidance for writing an essay on the book Stone Butch Blues by Leslie Feinberg.
The agenda outlines the class activities, which include a presentation on terms, discussing essay #3, in-class writing, and learning about directed summaries, counterarguments, and conclusions. Definitions are provided for 13 terms related to gender and sexuality. Finally, instructions are given on how to write a directed summary that introduces the book and transitions to the thesis, as well as how to include an effective counterargument in the essay.
The author argues that they are not a procrastinator, but rather have perfected procrastination as an art form. While others see them as wasting time, the author believes they deliberately take their time to fully consider options before acting. The author calculates they would be 37 years old if they deducted all the time spent doing nothing over their lifetime. They also recount an experiment where they only worked for 2.8 hours during a full workday, showing they are not unproductive. The author promises to expand on their views later and tell a joke, showing they see putting things off as a sign of prudence rather than procrastination.
The document provides instructions for writing a 5-paragraph persuasive essay. It explains that the writer will be given a prompt and parameters for the essay. The writer should then consider the purpose, audience, and structure. Ideas should be brainstormed and organized. A 5-paragraph structure is commonly used, with an introduction, three body paragraphs elaborating on reasons, and a conclusion. The writing process involves a first draft, revision, final draft, and submission.
The document outlines a 4-step format for writing a book review that includes writing 3-4 sentences about the plot, discussing any personal experiences relating to the characters or story, providing an opinion on whether you liked the book and favorite/least favorite parts, and recommending whether another person would like the book.
The document provides an agenda for an English writing class. It includes topics like using "me" versus "myself", a discussion on The Hunger Games, exploring perspectives in writing, developing a thesis statement, analyzing writing strategies, and preparing a complete draft. It also includes guides on using pronouns correctly, developing a present perspective, formulating a tentative thesis, comparing passages, and using metaphors and similes in writing. The homework is to finish reading The Hunger Games, complete a draft of Essay #2, respond to a journal prompt, review vocabulary, and bring copies of the draft and textbook to the next class.
There are three main types of effective book reports: plot summaries, character analyses, and theme analyses. A plot summary explains the compelling or unrealistic aspects of the story's plot with examples from the book. A character analysis explores how physical traits and personalities of characters affect the plot, using dialogue examples and observations. A theme analysis identifies a major idea in the story and examines how it appears throughout the book with quotations, connecting each example to the theme's impact on the story and reader. No matter the type, book reports should include the title, author, setting details, character descriptions, and quotations to support opinions.
The document provides instructions for writing a 5-paragraph persuasive essay. It outlines the key steps: choosing a topic or prompt; determining the purpose, audience, and format; planning the essay through brainstorming and organizing ideas; structuring the essay with an introduction, three body paragraphs with reasons and examples, and a conclusion; writing a first draft and then revising; and finalizing and submitting the essay. The goal is to guide the writer through the full process of planning, writing, and revising a standard persuasive essay.
The document provides a format and guidelines for writing a book review. It instructs students to include 3-4 sentences summarizing the plot, discuss any personal experiences relating to the characters or story, provide their opinion on whether they liked the book and their favorite/least favorite parts, and make a recommendation on if others would enjoy the book and what type of reader might like it. The review should be at least 3 sentences and not reveal any major plot points like the ending.
The document provides guidance on writing an effective book review in 3-4 sentences. It recommends including the title, author, a summary of the main story points without spoilers, and stating your opinion on whether you enjoyed the book and why. The review should be checked for spelling and punctuation before sharing with others.
The document outlines the plans for the next class session, which will focus on Inquiry 3 of analyzing public debates related to the presidential election. Students are instructed to free-write on several prompts to help choose a topic for their research memo and argument assignment, which will require researching an issue being debated in the election and taking a stance on it. Homework includes bringing a political cartoon to the next class and posting a forum response about the meaning and responsibilities of citizenship.
This document provides guidance on writing a literary analysis paper. It explains that the goal of a literary analysis is not just to summarize the story, but to examine and evaluate the literature by analyzing elements like theme, conflict, and characterization. It encourages asking questions about the author's purpose and themes. It also provides tips on how to analyze specific elements, organize the paper, and structure the drafting process with an introduction, body paragraphs, and conclusion.
This document provides dos and don'ts for political bloggers. It advises bloggers to [1] be open and honest, polite, and responsive to comments while avoiding lies, impoliteness, and unanswered comments. Bloggers should also [2] avoid writing as if their blog is a collection of letters to the editor or is a fully journalistic piece, and to not underestimate their readers or hide behind ghost writers. The document encourages bloggers to [3] define their blog's purpose, engage with readers through their comments, and be creative in their content delivery through various multimedia formats.
Freewriting is a technique where writers continuously write for a set period of time without editing, allowing thoughts to flow freely on any topic that comes to mind. Focused freewriting similarly lets thoughts wander but is structured around exploring a single chosen topic and making connections to develop abstract ideas before formal writing. Both help generate new ideas and perspectives to inform further drafting.
This document discusses various invention strategies for developing ideas in the prewriting stage. It recommends asking critical questions about classical topics, stasis questions, and tagmemics. Additional strategies include freewriting and brainstorming, mapping and clustering ideas, keeping a journal to explore personal reflections, and recording ideas without revising to explore relationships and processes. The goal of these invention strategies is to devise a game plan and generate ideas before beginning the writing process.
Freewriting is an exploratory writing technique where the writer taps into unconscious thoughts without self-editing to allow new ideas to emerge. It is best done without distractions by setting a timer and continuing to write even nonsense if stuck to get the mind generating text. The raw ideas can then be organized and refined into a polished work. Writing is mediated through different technologies that can influence the process and output, so experimenting with different tools and environments is encouraged to find the best fit.
The document discusses parallelism in writing and provides examples of proper and faulty parallel construction. It defines parallelism as having closely related parts of a sentence fit harmoniously together. It then provides examples of parallelism in form, logic, and relationship and formulas for creating parallel structures.
Chronological order is used to organize process essays by discussing the steps of a process in the order they occur. A thesis statement for a process essay indicates the time order of the process and may name the steps. Transition signals are used to show the sequence of steps. The document provides an example outline of a process essay on digestion, with the introduction stating the three major steps of ingestion, digestion, and absorption, and each body paragraph explaining one of the steps in time order.
Reading involves reconstructing meaning from written symbols like letters and words. It is an active process that draws on the reader's prior knowledge and context to understand the language and ideas in a text. True reading happens when the words transport the reader to a new world and engage their emotions.
The document discusses the importance of parallel structure or parallelism in writing. Parallel structure means that elements in a list or series are grammatically similar. It provides examples of parallel and non-parallel sentences and explains that to fix non-parallel sentences, the structure of all elements must be made consistent either by changing the non-parallel element to match the others or by changing the other elements to match the non-parallel one.
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
Making an outline before writing an essay helps organize one's thoughts and ideas in a logical manner. An outline presents material in a hierarchical structure and establishes relationships between ideas. It involves determining the purpose, audience, and thesis statement. The outline then lists the main topics and subtopics to support the thesis through body paragraphs. Topic sentences for each paragraph should directly relate to and support the thesis. Outlining helps ensure paragraphs stay focused and saves time when writing the rough draft.
This document provides strategies for effective reading of non-fiction texts. It recommends preparing for reading by previewing the text, activating prior knowledge on the topic, writing questions, and setting an appropriate reading speed. The document then describes different reading speeds: first gear for slow, thoughtful reading; second gear for relaxed reading; third gear for skimming; and fourth gear for scanning. It emphasizes using strategies like visualizing and predicting while reading to aid comprehension.
The document discusses various reading comprehension strategies for successful readers, including using prior knowledge, asking questions, making inferences, monitoring understanding, and using "fix-up" strategies when meaning breaks down. It also discusses signals that comprehension may be breaking down and strategies to address confusion like making connections, visualizing, and adjusting reading speed. Specific comprehension techniques are outlined, such as using sticky notes, highlighters, thinking aloud, double-entry diaries, and combining multiple strategies.
A MindMap is a visual note-taking technique that represents ideas, words or concepts arranged radially around a central concept. It uses images, colors and words to depict associations between related ideas and allows for creative thinking. MindMaps follow basic guidelines - starting with a central image and branching out lines of different thickness connected to key words or ideas. They work with the brain's natural way of forming associations and are an effective learning and problem-solving tool.
Teachers should focus on improving students' reading skills as it is important for developing other language abilities. There are three stages for teaching reading: pre-reading, while-reading, and post-reading. Each stage has specific strategies to prepare students, aid comprehension during reading, and check understanding after reading. Some examples include making predictions, using context clues, and summarizing. Following this structured approach can help students learn to independently comprehend and analyze texts.
The document discusses reading skills and difficulties. It covers three main components of reading: decoding, comprehension, and retention. Decoding involves translating printed words to sounds, comprehension is understanding the text, and retention is keeping or remembering the information read. Some common reading difficulties include dyslexia, vocabulary issues, memory problems, attention problems, and difficulties with decoding, comprehension, or retention.
The document discusses an upcoming creative writing workshop that will focus on fiction, plot, character development, and possibly script writing. It includes responses from students about what creative writing means to them, its purpose, and whether it is for the writer or reader. Many students see it as a form of self-expression, therapy, or way to share ideas and experiences. There is discussion around whether creative writing should be mandatory in schools.
The document discusses an upcoming creative writing workshop that will focus on fiction, plot, character, and possibly script writing. It includes responses from a previous creative writing class on what creative writing is, who it is for, and its purpose. Students provide a variety of perspectives, with some seeing it as a form of self-expression or therapy, while others discuss considering the audience or exploring what is good. The document raises questions about the relationship between artist and audience and Plato's views on art.
This document provides instructions for studying the metaphysical lessons contained in the book "You Forever". It recommends selecting a regular time and comfortable private space to study. The instructions advise relaxing before reading through the lesson material twice - first easily, and then carefully paragraph by paragraph. Any unclear points should be noted and pondered, rather than immediately asking others. The goal is to absorb and internalize the knowledge, not just memorize it. Regular study in a focused setting is emphasized as important for psychic development.
The document discusses the difference between interpretive literature and escape literature. Interpretive literature aims to broaden readers' understanding of life, enable consideration of implications, and answer "so what?" about what was read. It takes readers deeper into the real world to understand their troubles. Interpretive literature has a broader significance by providing insights into human existence, culture, or history.
This document provides an overview of creative nonfiction as a genre of creative writing. It defines creative nonfiction as prose that is factually true, using techniques like imagery, voice, characters and setting to tell true stories in an engaging way. The document discusses different types of creative nonfiction like personal essays and memoirs. It also provides examples of topics and forms that creative nonfiction can take, such as narrative, description, and how-to guides. Finally, it prompts the reader to choose a topic from a brainstorming activity and write a 2-3 page personal essay or how-to guide in the style of creative nonfiction.
This document summarizes a lesson from Joe Vitale on how to write quickly and productively. Vitale was inspired by prolific writers like William Saroyan, Jack London, Bob Bly, and Isaac Asimov who wrote numerous books and articles in short periods of time. Vitale shares that the keys to fast writing are having a mindset that you can write quickly, turning off your internal editor while writing to allow ideas to flow freely, and planning to thoroughly edit later. He provides an example of his own unedited first draft to illustrate this approach.
1. The document is an instructional book on metaphysical skills and concepts. It begins by explaining that everything in the universe, living or dead, is composed of molecules in constant motion.
2. It uses an analogy that if viewed microscopically, the human body would appear as a vast collection of stars and nebulae, with denser collections in bones and more dispersed molecules in soft tissues.
3. Life arises from the electrical interactions between these spinning molecules in the body and energies received from the "Overself". All molecules, worlds, and creatures interact through magnetic and other radiations.
This document provides guidance on improving academic writing skills such as using transitions, developing arguments, and engaging in metacommentary. It discusses connecting sentences, using transition words to show relationships between ideas, repeating key words and ideas to build cohesion, and explaining your points to the reader to aid interpretation. The document also provides examples of techniques like metacommentary that help guide the reader through a text.
Describe Yourself As A Writer
Good Readers Good Writers
My Writing
I Am A Writer By Writing
Theory of Writing
I Am A Great Writer
Growing As A Writer
Why I Want To Be A Writer
Fanny Fern Research Paper
30 Business Case Study Examples Example DocuHeather Love
The document discusses letter structures in the New Testament epistles. It notes that style, format and authorship will be discussed to help determine who the author is writing to. The main writing style was the Hellenistic style during Christ's time, which consisted of three structures - the prescript, body and conclusion. Analyzing similarities in writing style, content and context can help identify authors. The document would go on to provide more details on analyzing New Testament epistolary literature and the 21 writings that exhibit letter features.
How to create a sci fi novel slideshareSabine Moura
The document provides tips for creating a sci-fi novel from S. Sorrel, who wrote the YA sci-fi book Incomplete. It details Sorrel's 6-year creative process for writing the book, breaking it down year-by-year. The main lessons include: seeing sci-fi as a way to discuss real-world issues through metaphor; marrying your characters by getting to know them well; knowing when a story is complete; and thoroughly reviewing and sharing your work with others. The document emphasizes writing consistently over time while balancing other responsibilities.
"The Power of Writing with Abandon" by Grant Faulkner, Executive Director of National Novel Writing Month (NaNoWriMo).
Grant presented this material to the Sacramento branch of the California Writers Club on September 20, 2014.
1 Shitty First Drafts Anne Lamott from Bird by Bird .docxmonicafrancis71118
1
Shitty First Drafts
Anne Lamott from Bird by Bird
Born in San Francisco in 1954, Anne Lamott is a graduate of Goucher College
in Baltimore and is the author of six novels, including Rosie (1983), Crooked Little
Heart (1997), All New People (2000), and Blue Shoes (2002). She has also been the
food reviewer for California magazine, a book reviewer for Mademoiselle, and a
regular contributor to Salon’s “Mothers Who Think.” Her nonfiction books include
Operating Instructions: A Journal of My Son’s First Year (1993), in which she
describes her adventures as a single parent, and Tender Mercies: Some Thoughts on
Faith (1999), in which she charts her journey toward faith in God.
In the following selection, taken from Lamott’s popular book about writing,
Bird by Bird (1994), she argues for the need to let go and write those “shitty first
drafts” that lead to clarity and sometimes brilliance in our second and third drafts.
1 Now, practically even better news than that of short assignments is the idea of
shitty first drafts. All good writers write them. This is how they end up with good
second drafts and terrific third drafts. People tend to look at successful writers who
are getting their books published and maybe even doing well financially and think
that they sit down at their desks every morning feeling like a million dollars, feeling
great about who they are and how much talent they have and what a great story they
have to tell; that they take in a few deep breaths, push back their sleeves, roll their
necks a few times to get all the cricks out, and dive in, typing fully formed passages
as fast as a court reporter. But this is just the fantasy of the uninitiated. I know some
very great writers, writers you love who write beautifully and have made a great deal
of money, and not one of them sits down routinely feeling wildly enthusiastic and
confident. Not one of them writes elegant first drafts. All right, one of them does, but
we do not like her very much. We do not think that she has a rich inner life or that
God likes her or can even stand her. (Although when I mentioned this to my priest
friend Tom, he said you can safely assume you've created God in your own image
when it turns out that God hates all the same people you do.)
2 Very few writers really know what they are doing until they've done it. Nor do
they go about their business feeling dewy and thrilled. They do not type a few stiff
warm-up sentences and then find themselves bounding along like huskies across the
snow. One writer I know tells me that he sits down every morning and says to
himself nicely, "It's not like you don't have a choice, because you do -- you can
either type, or kill yourself." We all often feel like we are pulling teeth, even those
writers whose prose ends up being the most natural and fluid. The right words and
sentences just do not come pouring out like ticker tape most of the time. Now,
Muriel Spark is said to have fel.
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20. It seems that writers block is a mysterious phenomenon . I've heard it said that it's fashionable to deny the existence of block, which I suppose is tantamount to saying that block is the result of a poor work ethic, a lack of ideas or just general absence of moral fibre. But thinking on, it has affected many excellent writers who had produced a lot of work and who had an excellent writing track record. I'm thinking that famous passage from New Grub Street, or...oh sod it, can't remember what else. When I think of block I always think of Janet frame, who, when she was released from her awful time in psychiatric hospital, was mentored by a writer who gave her a shed in the garden to write. She found that she couldn't write, when she'd been hitherto prolific. So she just did typing exercises for weeks , basically so that her hosts would hear her typing and she wouldn't be shamed by the fact that she actually wasn't writing anything! But, guess what, gradually words came out and her stories took shape. This seems to suggest a relationship between repression and oppression. There's something about oppression which liberates, and perhaps when it is absent repression takes its place – we oppress ourselves. This is reminding me of Isaiah berlin's two kinds of freedom , positive and negative. Positive freedom is the absence of oppression, but negative freedom is all about freeing us up to choose what is good for us and not merely what gratifies our worldly urges. So, I want to write the excellent work of scholarship I know is deep within me but I keep going to the pub instead. If my mates were to lock me in my bedroom – ha, like in I Capture the castle – with only a pen and some paper, then I would surely remain undistracted and my excellent thoughts would have no choice but to be expressed. If only. One other thought about block is that it might be sort of like garbage in garbage out – perhaps we are receivers first and creators second and can't hope to produce anything good or even anything at all unless we are nourishing ourselves with the work of other writers and thikers. Freewriting as a Basis for Further Research: 1